Download full text
Download full text
ERIC Number: EJ1054216
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 26
Should Mathematics Be a Mandatory Fundamental Component of Any IT Discipline?
Eid, Chaker; Millham, Richard
American Journal of Business Education, v6 n1 p67-72 2013
In this paper, we investigate whether and how mathematics factors into students' performance in IT learning. The involved cognitive levels of students learning mathematics and hence problem solving, are correlated to how well they are able to transpose their knowledge and apply it to problem solving in the IT field(s). Our hypothesis is that if students perform better in mathematics, in terms of level of mathematics course and grade earned in that course prior to engaging in IT studies, their performance in IT will also be higher. The performance of several groups of students, over a period of five semesters are collected, analyzed and the correlation between mathematics learning ability and that of IT is measured, analyzed, and the results are reported and therefore the hypothesis is tested.
Descriptors: Information Technology, Mathematics Education, Interdisciplinary Approach, Unified Studies Curriculum, Cognitive Ability, Mathematical Concepts, Problem Solving, Correlation, Student Records, Student Improvement, Achievement Rating, Cognitive Development, Programming Languages, Programming, Enrichment Activities, Required Courses, Fundamental Concepts, College Programs
Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A